Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – Tutora: Prof. Graciela Inés Manzur

Lesson Plans – Practicum – Third Period

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

Alumna Practicante: Myriam Beatriz Tielve

Compañera consultada para corrección: Paula Schulze

Institución Educativa: Escuela de Educación Secundaria Ayelén

Dirección: Bustamante 2245 – Villa Celina – Buenos Aires

Sala/Grado/Año: 2do A – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüistico del curso: Elemental

Tipo de Planificación: Clase

Unidad Temática: Vida Saludable

Clase N°: 2

Fecha: 2/10/2015

Hora: 7.30 a 8.30 y 8.40 a 9.40

Duración de la clase: 120´

Fecha de la primera entrega: 28/09/2015

Teaching Points: Healthy lifestyle (nutritional habits). Present Simple – Questions.

Aims and goals:

During this lesson, learners will be able to…o Improve their speaking skill by interacting with the partner sitting next

to them and the teacher.o Improve their listening skill by watching a video related to teenagers´

enutritional habits.o Infer meaning by context using as aid a video connected with

teenagers´ nutritional habits.

o Develop their ability to express their opinion about nutritional habits.

Language focus:

LEXIS FUNCTION STRUCTURES PRONUNCIATIONREVISION Greetings

Hello!Goodbye!

The ImperativeListen to!Look at!Work!Pay attention!

Action VerbsMeet, read, talk, stay, surf, ride, drink, play, go, watch.

NounsComics, programmes, friend, TV, mineral water, sports, shopping.

Adverbs of timeIn the morning, in the afternoon, at weekends, on weekdays.

Greeting people

Giving commands and instructions.

Identifying and naming verbs of action.

Identifying and naming nouns in description of certain activities.

Identifying and naming certain adverbs of time.

Wh- questions in the simple presentWhat does he/she do in his/ her free time?Where does he/she live?

Yes/No questions in the simple present tense.Do you eat healthy food? Yes, I do./ No, I don´t.

Affirmative and negative statements in the simple present tense.I usually eat fast food.I don´t eat healthy food.He/She watches cartoons.

Recognition and use of the sound

|ɪː| as in eat and |ɪ| as in drink.

NEW MealsBreakfast, lunch, dinner.

Identifying and name kind of food connected with the

Wh- questions in the simple present tense.

Recognition and use of the sound|ɪ| in dinner and drink.

Illnesses

Diabetes, obesity, heart disease.

VegetablesBroccoli, spinach, lettuce.

NounsMinerals, nutrients, vitamins, antioxidants, fibre

three meals.

Identifying and naming illnesses.

Identifying and naming certain vegetables

Identifying and naming some of the benefits of eating healthy food

What do you usually have for breakfast? I have coffee and milk.

Yes/No questions in the simple present tense.Do you eat fruit every day? Yes, I do/No, I don´t.

|ɪː|in meals

Teaching approach: The communicative approach, the students are expected to share information about eating habits and healthy life with their partners and their teacher. The use of the PPP method.

Integrating skills: Reading and speaking while doing a survey about healthy lifestyle and sharing information about it. Listening and writing as they complete a worksheet with information from a video.

Materials and resources: My laptop, a projector, speakers, copies of the worksheet and posters.

Pedagogical use of ICT in class: The students will watch and listen to a video in which two teenagers give them some tips about nutrition habits. The students will interact with the teacher and their partners predicting and inferring meaning by context. To help understanding they will have to complete a worksheet while watching the video.

Seating arrangement: In three rows watching at the board and later at the screen. The students are sitting with a partner.

Cooperative work: The students will work in a cooperative way while they ask and give information to the partner sitting next to them and while they do some peer correction.

Possible problems/difficulties and their solutions during the class: If there is any technological problem I will narrate the dialogues from the video changing my voice and encouraging the students to interact with me guiding them with questions. I will take some flashcards to use as visual aids and I will include the video in their homework so that they can see it at home.

Potential problems students may have with the language: It is possible that the students will have some difficulties with asking questions using the present simple present tense structure. I will guide them and write some examples of questions on the board so as to help them.

Assessment: I will assess learner´s comprehension and understanding through their oral interactions and their participation and development during the activities. I will also take their homework home in order to check their performance and prepare some remedial work on their mistakes.

Routine 5-7’ :

Purpose: to greet students and get them into a positive mood to start the lesson.

I will come into the classroom and greet students “Hello! How are you today?” EA: “Hello, fine!” Then I will display the signs with the students´ names on my desk and ask the students to look for theirs and take them to their tables. If any student comes to the classroom late I will encourage him/ her to do the same. While the students look for their signs I will place the needed material on the desk to be ready to start my lesson.

Transition: It´s time to start learning, kids!

Warm – up : 30 to 40´

Purpose: to activate previous knowledge related to free time activities.

Activity 1 : 10 to 15´

Purpose: to check their homework with the partner sitting next to them and with the teacher.

Although I can ask students to hand in their homework and check them at home, I prefer spending some minutes on this activity so as to give time to all the students to arrive at school and settle at their tables so that we will not have any interruptions later.

I will hold my own homework worksheet in my hand and ask the students to take theirs out of their folders:

Homework: September 25 th

1. Look at page 34 in your book Phases 1 and answer to these questions:

a- Which of the activities shown in the pictures do you do in your free time?

b- Which of the activities shown in the pictures don´t you do in your free time?

2. Look at page 35 in your book Phases 1 and write complete questions in exercise 6. Bring them to the following to share them with your partner. Example: you/read comics/ in class? Do your read comics in class?2.3.4.5.6.7.

See you in our next lesson! Have a nice week!

Source : Phases 1; Student´s Book; Emma Heyderman & Fiona Mauchine. Series Consultant: Alejandra Ottolina: Editorial Macmillan. (2012; p: 34-35)

Exercise 6 (page 35)

2. what programmes/ you/ your friend/ watch/ on /TV?

3. your family / stay up late/ weekends?

4. your best friend/ drink mineral water?

5. you/ play sports/ after school?

6. where/ you/ your friends/ go shopping?

7.your cousin/ watch TV/ afternoon?

T: “Please, take your homework worksheet out of your folder! In activity number 2 you have to complete questions from exercise 6 in your book. You have 5 minutes to check your questions with the partner sitting next to you and see how you can answer them!”

Ss: “All right.”

After five minutes…

T: “Now I will ask some of you to read the questions in a loud voice and then I will ask another partner to answer it. Are you ready?”

Ss: “Yes!”

T: “Let´s start. Antonela read question number 2, please?”

Antonela: “ What programmes do you or your friend watch on TV?” If Antonela comes with the right answer I will assign other student to answer it, if not I will elicit the right answer from the whole group in this way:

T: “Is Antonela´s answer correct?” EA: “No” “What is the correct question?” And then I will proceed with the other questions in the same way.

I will write the students´ questions and answers on the board. If I see that all the students have already come into the room and they have written correct questions, I will stop the activity and leave the last questions to check as an assignment at home so that the students do not get bored.

Transition: Well done! Hand in your homework, please! I will check it for the next lesson!

Activity 2 : 20´

Purpose: to check comprehension of a reading text.

T: “Do you remember Thomas and Margaret?” EA: “Yes!”

T: “We read about them in the previous lesson. Open your folders, please! We will share information about them with the whole group!” The students have these photocopies in their folders but as we did not have time to check this activity in the previous lesson I have decided to do it in the warm- up period of this lesson.

Student A

1- Read this text about Thomas but don´t share it with your partner

2 – Complete the following information about Thomas:

Hello! My name is Thomas. I am 13 years old and I live in London, England. I want to share with you what activities I like doing in my free time. On weekdays I usually go to school in the morning and in the afternoon. But in the evenings I sometimes listen to music in my bedroom, play computer games or chat with my friends on internet. At weekends I play sports in the local club. My favourite sport is football but I also practise handball and swimming. I usually meet my friends on Saturday evening and on Sundays I do some homework, watch films on TV or just sleep on my bed.

Tomas

1- Age: ……………..

2- Lives in: ………………………

3- Free time activities on weekdays : ............

4- Free time activities at weekends: ………….

Student B

1- Read this text about Margaret but don´t share it with your partner.

2- Complete the following information about Margaret:

Hello! My name is Margaret. I am 12 years old and I live in Mexico. I want to share with you what activities I like doing in my free time. On weekdays I usually go to school in the morning so I have the afternoon and evening free. I usually sleep for one hour after school and then I go to the local club to practise judo and aerobics. In the evening I sometimes do my homework but I always watch my favourite soap opera on TV. At weekends I visit my friends or I go to the bowling alley to meet with some partners from school. On Sunday mornings I usually sleep till late and then I have a traditional breakfast with my family.

Margaret

1- Age: ………..

2- Lives in: ……………….

3- Free time activities on weekdays: …..

4- Free time activities at weekends: …………

Source: I have written the texts and designed the worksheets according to the age and interest of the students.

I will hang on these two posters on the board and I will ask two volunteers one from students A and one from students B to come to the board. Then I will proceed like this:

What do you know about Thomas?

Thomas´ age:

Thomas lives in:

Thomas´ favourite free time activities:

On weekdays:

At weekends:

What do you know about Margaret?

Margaret´s age:

Margaret lives in:

Margaret´s favourite free time activities:

On weekdays:

At weekends:

Source: My own design.

T: “I want to know about Thomas and Margaret´s age? How do I ask about it?”

Ss: “How old is Thomas? How old is Margaret?”

T: “Rube, please! How old is Thomas?” “Chiara, please! How old is Margaret?”

Rube: “Thomas is 13.”

Chiara: “Margaret is 12.”

T: “Well done!” Then I will elicit from the students the following questions:

Where is Thomas/ Margaret from? or Where does Thomas/Margaret live? What are Thomas´ / Margaret´s favourite activities on weekdays? What are Thomas´/Margaret´s favourite activities at weekends?

The students who are at the board will complete the posters with the information while their partners answer them. These posters will be hanged on the wall of the classroom later.

Transition: “Well done, kids! I want to listen to you reading now!”

There will be 7´ or 10´minutes before the break and so I will encourage students to read some sentences from Thomas or Margaret in loud voice as their teacher has asked me to do so that she can assess them in their reading and pronunciation. This is her routine every lesson and she wants me to do it.

Transition: “It´s time to go for a break.”

Presentation: 20´ to 25´

Purpose: to foster comprehension of a video about teenager´s nutritional habits.

T: “Your school is doing a survey about how healthy the lifestyle of teachers and students is. For that purpose all the teachers have prepared a survey and your teacher, Fabiana, has asked me to conduct it during my lesson. Please take one of these photocopies and hand in the others to the partners sitting behind you”.

Survey at Ayelen´s school:- Have you got a healthy lifestyle?

1- Do you do sports? a. Yes, I do. I play football, tennis, etc. b. No, I don´t, but I ride my bike. c. No, I don´t. I watch TV every afternoon!

2- What do you usually eat at lunchtime? a. I usually eat vegetables and fruit. b. I eat burgers with some salad. c. I eat fast food every day.

3- What do you eat when you meet your friends? a. I eat vegetarian sandwiches and drink mineral water. b. I eat pizza and drink mineral water. c. I eat pizza or hamburgers and I drink fizzy drinks.

Score: a= 3 points b=2 points c=1 point 8-9 points: Perfect! Go ahead! 5-7 points: Not bad! Change one or two habits. 3-4 points: Your health is important. Do exercise.

Source : Phases 1; Student´s Book; Emma Heyderman & Fiona Mauchine. Series Consultant: Alejandra Ottolina: Editorial Macmillan. (2012; p:35) I have adapted it only for pedagogical purpose.

I will also hang a poster on the board of the survey and I will answer it myself. If their teacher wants to do it with us, she will be welcomed.

T: “Let´s start! I will read the survey and you will have to circle the letter a-b or c on your copies.”

After that the students will have their score and probably it will not be as healthy as we all expect to. Therefore, I will invite the students to watch a video to get some tips about nutrition.

Transition: “Well…our health is not good enough! Let´s watch a video to get some tips about nutrition.”

I will turn on the projector and let the students only watch the first scene on it:

https://www.youtube.com/watch?v=vx0ZTy2SWfk minute 0.35 .There is a boy with some pictures of items of food.

T: “What do you think the video is going to be about?”

Ss: “Food/ Healthy lifestyle/ A boy” If the students do not come out with the right questions I will guide them with Yes/No questions:

T: “Is the video about sports or about some items of food?”

Ss: “About some items of food”

T: “Is the video about healthy food or fast food?”

Ss: “Healthy food”

T: “That´s right. We are going to watch a video about nutritional eating habits. But we will only watch part of it. But first I will hand in a new photocopy to you:

Let´s watch a video together: The Top 5 Food Mistakes Most Teens Make and How to Fix them - https://www.youtube.com/watch?v=vx0ZTy2SWfk

1- Tick what the teenagers talk about: The teenagers talk about what to eat at: a. breakfast

b. lunchtime c. dinner d. at school e. after school

Bad eating habits can bring illnesses like: a. diabetes b. cholesterol c. heart disease

d. obesity e. headache

Teenagers need good eating habits to: a. play sports b. get good grades at school c. meet their friends d. have a healthy body e. dance very well

Vegetables and fruit contain a lot of: a. vitamins b. nutrients c. antioxidants d. fibre e. minerals

Transcription of the video from the minute 0:35 to 3:03

0:38 you0:40 unique0:43 you0:44 songs0:47 deciding what to eat it's something we think about0:50 every single day of our lives at breakfast lunch and dinner0:53 and with various snacks throughout the day what0:56 E it's a complicated question why is it complicated1:01 because teens are making smart choices about what they eat1:04 the average teenager it's way too many overly processed foods1:07 and not enough healthy whole foods bad food choices can lead to1:11 big health problems obesity diabetes heart disease1:15 and more your health good or bad starts with what you eat that's what this1:20 program is all about1:22 understanding the top five food mistakes most teens make1:25 and how to fix them it's especially important for teenagers to make healthy1:29 eating choices1:30 your bodies are still developing and you're working hard to get good grades1:34 and perform your best athletically1:36 good food will boost your energy for school work athletics1:40 and just plain life let's get started what's the first mistake1:44 teens make when it comes to food not getting enough healthy stuff1:47 like fresh fruits and vegetables the ring ring no I don't like broccoli1:53 I do not like broccoli at all1:56 states have a a stage2:00 I really really hate spinach I don't really like spinach2:04 in general via when I do I just kinda close my eyes and2:08 hope for the best the last time I had festivals probably like let us on my2:13 burger two or three days ago research shows that most teens2:21 aren't getting enough servings of healthy items like fresh fruits and2:24 vegetables2:25 that's a problem because fruits and veggies Pakhtuns important vitamins2:29 minerals nutrients2:30 and fiber2:32 it's really important for teens TV a lot more fresh fruits vegetables and their2:37 eating2:37 because they've really can get a lot I have2:40 their nutrients their vitamins their minerals there anti-oxidants and it will2:46 help them feel more full2:47 when they're eating more of those things than some of the other four calorie2:51 dense or calorie which foods that they might be having2:54 so how do you fix mistake number one2:57 it's simple really add more fruits and vegetables to your daily diet

Then I will ask one of the students to read it in a loud voice. Most of the new words are cognates so I think the students will understand them and the ones that they may not know as “headache” I will mime the action. Then I will play the video twice so that the students can perform the activity on their photocopies.

Transition: “Let´s check your answers with your partners!”

Development: 20´ to 25´

Activity 1: 10´ Check information and compare with the students´ experiences.

Purpose: to check students´ understanding of the message in the video.

T: “Gaby, please! Can you share with us what you have ticked in the first sentence?”

Gaby: “Breakfast, lunchtime and dinner.”

T: “Do you all agree?” EA: “Yes!” “Correct!”

I will proceed in the same way with the other sentences and other students. If there is a doubt in one of the sentences I will play the video again in the right scene.

While the students are checking the answers I will ask them some questions in order to compare them with their own eating habits:

Do you have breakfast before you come to school in the morning? What do you usually have?

How often do you eat fruit? What are your favourite ones? Do you eat vegetables? What about broccoli and spinach, do you eat them? Do you like eating vegetables and fruit?

Transition: “Great! I want you to work with the partner sitting next to you!”

Activity 2: 10 to 15´

Purpose: to share information with another student.

T: “Open your books on page 35 and we will work on exercise number 7.”

Transcription of the exercise from the book: Phases 1; Student´s Book; Emma Heyderman & Fiona Mauchine. Series Consultant: Alejandra Ottolina: Editorial Macmillan. (2012; p:35)

7. Work in pairs. Ask and answer questions using the ideas in the box.

Drink fizzy drinks have dinner at 9 pmHave a healthy diet do sportsStay up late on weekdays

Do you drink fizzy drinks at school?

I will also take some copies of the activity just in case any of the students do not have the book.

T: “In exercise number 7 you have a box with some prompts and an example to know how to ask and answer the questions. Who can read the examples, please?”

T: “Now you have five minutes to ask and answer questions using these prompts with the partner sitting next to you.” I will go round the classroom to check that all the students are performing the activity in the right way.

Once they have all finished I will ask some of them to perform some of the questions in a loud voice for the whole group.

Transition: “We have learnt a lot today! It´s time to do the recapping of the lesson!”

Closure: 10´

Purpose: to recap all the activities done during the lesson and to assign the homework for the following lesson.

T: “How did we start our lesson today?”

Ss: “We picked up our signs or We checked our homework”

T: “That´s right.” I will start writing the activities on the board under the heading. “Recapping”

T: “You are really hardworking students! I will now hand in the copy of the homework for your next lesson.”

Homework: October 2 nd

1. You can watch the video again at home and share it with some members of your family: https://www.youtube.com/watch?v=vx0ZTy2SWfk . It is a good way of going on learning at home.

2. Write four sentences about your nutritional habits using some of these words: breakfast – vitamins – nutrients – fast food – fruit – vegetables – healthy – lifestyle – like – don´t like - eat.

Enjoy your week! See you in the next lesson!

No, I don´t. I drink mineral wáter.

I will ask some of the students to read the tasks in a loud voice and I will check understanding by miming the action in the first activity and writing my own example on the board in the second activity.

I will greet students goodbye and I will let them go to the playground for the break.